And so it is with continuous improvement. No matter which approach one uses to intervene directive-control, directive informational, collaborative, or non-directive the aim should always be toward more individual autonomy in improving the quality of learning and professional development. .
Ultimately, the job of all educational leaders is to help teachers excel so, in turn, they can be a source of assistance to other colleagues in achieving the goals of their school and the teaching profession. To challenge teachers to achieve beyond what anyone could ever imagine takes leadership. .
There are few challenges that are more difficult for school administrators today than instructional supervision. The speed that change is occurring today creates more uncertainty than ever for teachers and administrations alike, and the accountability bar of state and federal mandates is growing higher all the time. With the multitude of demands placed on administrators (discipline problems, sports, fundraisers, parent conferences, facilities, textbooks, and meetings. Etc.), the time and energy available to devote to developing strong teachers never seem adequate. .
Teachers are evaluated state law demands it. However, the obligation of the principal to support teacher learning and instructional improvement are too often neglected because of other priorities and problems. Supervising teachers with the goals of professional growth and instructional improvement, is very time consuming. At a time when instructional improvement is most important, it seems that innovative, developmentally appropriate approaches, and meaningful supervision that supports teacher learning is likely to either be non-existent or at least secondary in nature. .
Only by being active learners themselves do teachers really grow. Learning is the hallmark of a teacher's professional journey. Effective teachers do not merely direct their students' learning; rather, they grow and thrive through their own education.